Research School Teaching Tip – Metacognition

5 December 2017

Author: Karen Roskilly - Sandringham Research School Lead

In our last blog, we shared with you the Teaching Tip we presented to our staff on the research behind use the use of flashcards as an effective revision tool, which can be found here:

In our second presentation to staff, the Research School team focused on meta-cognition and how encouraging our learners to think more explicitly about their learning can be very effective in supporting progress. We followed a similar format to our previous presentation, sharing the research behind using explicit meta-cognition techniques and considering strategies that could be used in the classroom.

The full presentation can be found here: Research School Teaching Tip – November 27th 2017

In the presentation we reminded teachers that the research suggests meta-cognition practices encourage learners to:

  • Monitor their own progress and take control of their learning
  • Think about and learn from their mistakes
  • Modify learning strategies in response
  • Helps students to transfer what they have learned in one context to another

The presentation then shared a selection of strategies that teachers could employ in their classrooms, including getting students to make decisions about their own learning, thinking journals, meta-cognitive talk and exam wrappers.

This has already started to have impact within our school, with staff adapting resources and trying out strategies. Exam wrappers have been a particular hit, with Year 11 currently in the midst of trial exams!

For more information about meta-cognition, we would recommend these sites:

The EEF meta-cognition and self-regulation evidence summary:

Cambridge International Examinations Teaching and Learning Team:

The Learning Scientists:

Posted on 5 December 2017
Posted in: Blog, Evidence
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